Teaching Students the GAME Plan

While my idea may seem strange at first, I can't help but post the first thing that came to my mind when reviewing the student NETS and pondering how to teach the GAME plan to students. We have studied problem based learning, and have discovered the importance of including students in the development of assessment; why now allow them to look at the student NETS and determine what projects they feel would best meet those standards? Students would be enabled to view the standards; therefore, be made aware of the Goals. Actions could be proposed by the students concerning the activities that would best meet each standard for various ability levels. Students could then help develop methods to Monitor themselves and each other, while still being accountable to the instructor. Finally, they could be part of the Evaluation process with the development of the rubric (created at the onset of project development), as well as group and individual evaluation forms.

I am certain that 175 minds of my students can develop more project ideas to meet the standards in ways that they find personally engaging and valuable than I could ever develop on my own. In additon, being part of the development of Actions, Monitoring, and Evaluation would also generate a feeling of ownership. Face it, no student wants to perform poorly on an assignment they have helped create from the ground up!

A reflection: Past, Present, & Future

As I look at my goals, I feel that I have made steps toward achieving my original goal to increase the amout of technology integration into my classroom. My desire and mental focus of creating a more digital learning environment greatly surpasses the current resouces available; however, I am confident that more tools will become available. Being ready to implement them when they arrive is my part of the process. In addition, the development of new PBL's to use in the classroom has ensure that I remain focused on what I can change. The development of engaging lessons that require higher order thinking skills to solve authentic problems ahs created an excitement and desire to create more lessons of this type. I truly love problem/project based learning, and look forward to next year, when one class of 11th grade language arts will be delivered primarily using this method. So, in reflection...

• I have learned that I already have many of the tools I need to build an engaging and rich classroom environment. Sometimes knowledge gets stifled by the daily routine, or other disturbances; however, simple reminders can increase our focus.
• I am still working toward my goal of incorporating more technology into the classroom. As more resources are made avaliable, I am excited to put new tools and practices to good use. Knowing that a smart board will be installed in my room over the summer, I intend to attend training to learn all that this tool can offer my students. Along with this short term goal, I hope to remain connected with other professionals through collaborative learning online. Even something as simple as blogging or a wiki page can offer valuable insights, ideas, and support.

Exciting News and Important Updates

Although my actions have seemed small, they have yielded excellent results. After collaborating with my department, cooperating teacher, and administration I will soon be the proud user of a smart board! One of my goals was to integrate technology into the classroom that will assist and benefit my students, while providing more problem/project based activities. This will be the perfect tool to help launch my efforts. Sadly, my new "toy" will not be in my classroom for use until next year. This obviously provides a learning opportunity for me. I will now need to learn how to operate my new equipment. I have had some training; however, it consisted of an instructor demonstrating everything this great tool can do in a very short period of time, without hands on experience. My new questions will include not only how my students will also be able to use this tool within their projects and activities, but how to utilize the capability to save and publish the notes, examples, etc. to the school's edline page. All of that will be learned over the summer, but I am very excited to get started as soon as possible.

This week, my students participated in a group activity (after a week's worth of preparation), and presented talk show or law and order episodes as a culminating activity for Lord of the Flies. One of the greatest things I have learned, is that although my students are hesitant concerning voice recordings and digital storytelling, many of them are excited to make and edit video footage. The scripts, commercials, and final products were amazing! As a class, we laughed so hard that we all cried as the humor meter was off the charts. Not only were the students entertaining, they still captured the heart of the assignment and demonstrated profound knowledge of the text.

As I continue to reflect on my previous and current practices, perhaps the best adjustment I can make for my plan is to begin with the technologies and concepts my students are comfortable with, instead of my own comfort zone. Personally, I find video intimidating; however, the best instructors I may find fill my classroom each day and are more than willing to share their knowledge with me. I am truly reminded that the role of the teacher has, and continues, to change to that of a facilitator, rather than a dispenser of knowledge.

Taking Baby Steps

As I look at my GAME plan, I feel that I am taking the needed steps to achieve my goals, even though they may seem small at the present time. Part of my goal is to increase the use of technology in the classroom and utilization of project/problem based learning activities. While I originally intended to do this for a standard language arts class, I have recently been given the official task of designing a new curriculum for upcoming students. Thankfully, I have two years to complete the full design before implementation. This new course "Occupational English" will serve as an alternative language arts class for seniors who intend to enter the work force after graduation. It seems that the majority of courses of this nature that are presently available are designed primarily for special education students. The optimal goal for my department is to create a course that has academic rigor, but lends itself to the practical application of language arts in real world situations that the students will face post graduation.

With the new slant on my original goal, I have been able to help establish a clear definition for the new course to be developed, have collaborated with administrators, others in language arts, special education, and vocational departments, a school counselor, and even surveyed some students. While I haven't been able to access additional technological tools at this point, I have been able to ask the necessary questions to those who have the ability to grant special requests concerning the technology that is not readily available at this time. My new questions seem abundant at times. First of all, I need to know what types of specific language arts skills and technological skills students in the various vocational fields need in order to be successful in the work force. Secondly, I need to learn what local businesses would be willing to partner with the school in order to make the project based learning activities a reality, not simply a real world scenario. The most important thing I have learned has been about myself. I have learned that although I love the historical and literary merit of my field, I can also become passionate about another form that is much needed in language arts. Although it will be challenging, I look forward to the design of this new course and the full implementation that is to come.

Reviewing the GAME Plan

In order to be successful with my GAME plan that was previously discussed, a bit of reflection is needed. First of all, what do I need to get my plan started? The single most important resource I need to take the necessary steps to put the GAME plan into action is time. Not only do I need time to think and plan, but I need time to collaborate with my cooperative teacher in order to determine what problem based activities will help achieve our standard based goals, while engaging all students. In addition, I need to take note of all technological assistance software available at my school, as well as the options provided in the computer lab.

The most important additional information I need can be provided by my students. Prior to forming collaborative learning and action groups, I need to be aware of the learning styles of the students, as well as their technological skills. This information can easily be updated through a simple survey to be completed by each student. Once this is collected, I will then be equipped to determine what students to team together in order to form a complementary group. At this point, the steps are rather simple and only require additional planning time and information from my students. As I become more aware of the technological assistance software that may be available at my school, I look forward to being able to meet the needs of my students through diversified means.

GAME Plan

Prior to reviewing the NETS-T indicators for teachers, I felt that I was fairly proficient with technology within my classroom, given the limited resources available. While I do feel that I utilize what equipment we do have in an appropriate manner and on a regular basis, I also realize that I fall short in many areas. My natural inclination is to provide an enormous amount of details for assignments, which may stifle student creativity, and certainly eliminates any guess work on their part that could lead to innovative thinking. In order to strengthen my abilities within the classroom, and better prepare my students for higher education, or the real world, I have devised the following plan.

Goals - Increase student learning and creativity by providing more real world issues and/or authentic problems and the opportunity to collaborate more widely outside of the classroom walls.

Action: Incorporate more problem based learning activities in the classroom that will encourage creativity, innovation, and collaboration.

Monitor: In order to monitor my progress in implementing an in depth project based learning activity, I will work collaboratively with my inclusion colleague to compile and complete a project based unit for a particular grade level. Not only will this collaboration enhance the final product, but will also create accountability for a particular deadline.

Evaluate: Periodic project checks and collaborative action meetings will help maintain the progress of the development of the project. In addition, I will review other project based learning activities posted in my state and in others as well. Of course, the ultimate evaluation will take place in the classroom once the unit is implemented. By reflecting and predicting the response of the students, I will then be able to better meet their needs throughout the process and improve the unit for future use.

As I look at the development of new curriculum for the next school year, the implementation of project based learning is essential. I look forward to developing new and innovative academic opportunities for the students.

Reflective Post - Dec. 24, 2009

As a grad student who is proudly half way through the selected program, I have sharpened my skills as an educator, and learned a great deal about myself along the way. When one enters the field of education, it is natural to want to change the aspects that were not desirable throughout personal experience K-12. One of the things I hated most about high school were the teachers who treated students like middle school students. Those that felt the need to tell you every little detail about everything, and were determined to not allow you to think on your own and move at your own pace (even if that was faster than some others), really drove me crazy. I hadn't really taken the time to realize the impact my own frustration as a student has had on my teaching practice until I designed a unit plan that integrated more technology. This plan made me really think of the time that would be needed to introduce each step of the lesson, provide guided practice, sufficient time to complete the assignment, and a back-up plan for those who were absent or needed other modifications. Throughout the design of the unit that would integrate new literacy skills, I realized that I often do not provide sufficient preparation time for my students. As digital natives, I presume that they should have the same technological literacy I had in high school; therefore, are not in need of, and would be hindered by, detailed explanation of how to effectively use the basic tools set before them.

This realization will help transform my teaching practices as I continue to incorporate more twenty-first century learning skills and technological literacies into my classroom. I will be more conscious during the planning stages to ensure that sufficient time, direct instruction, and guided practice are provided for students who may not have adequate technological skills. Furthermore, my personal experience from high school will allow those who are confident to begin the assignment on their own and work at a comfortable pace. It is not a crime for a student to finish early, or to be the last one to finish. In a time when students can be as busy as adults, those who finish early can manage their time productively and complete other work to benefit their busy schedules.

As I continue to incorporate new literacy skills into my classroom, it is my goal to stay current on technological developments that can benefit the educational process. Although my school lacks equipment, I want to be prepared for the day when more technology is available for my use. In order to further my knowledge, I would like to locate professional development classes that will demonstrate the usage of electronic portfolios, flip cameras, and distance learning technology. By seeking professional development opportunities that will increase my knowledge, not only will I benefit, but my current and future students will also benefit through the incorporation of increased technological literacies and educational networking.